Theme Essential Question: How do we use scatter plots to create predictions of real world data by analyzing relationships or associations, between two quantities considering outliers and clusters?
Essential Questions: How do we use technology to create scatter plots and use the technology features to assist with the interpreting and making prediction of the data?
Standards
8. SP.2Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
8. SP.3Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
Objectives
The student will use technology to create a scatter plot.
The student will use the technology features to generate a trend line.
The student will use the information generated by the technology to analyze the results of the data.
Reflections and/or Comments from your PCSSD 8th Grade Curriculum Team If you are stuggling with using the TI84 to create a scatter plot, review the 3:55 minute YouTube: http://www.youtube.com/watch?v=BdUJxrqpdUA
Assessment Product
Students are to be prepared to take their classmate through one part of their project using their technology to display the trend line and create the equation of the line of best fit.
The presentations of their scatter plot projects should be conducted during this lesson. Week 4, Two-Way Tables, will have an independent product for the students.
Key Questions
How do we apply technology to the study of scatter plots, associations, and predications?
Observable Student Behaviors
The student can use technology to generate a scatter plot and trend line.
The student can apply their knowledge of scatter plots, associations, and predictions to the information generated by technology.
Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
Vocabulary Bivariate data, scatter plot, cluster, outlier, association (correlation), interpolation, and extrapolation
Suggested Activities [see Legend to highlight MCO and HYS]
On Core Mathematics Unit 6.2, p. 149-152
ABC Mastering the Common Core in Mathematics, Chapter 8.2- 8.6 p. 112-118
Gizmo Lessons
8.SP.2
Correlation
Explore the relationship between the correlation coefficient of a data set and its graph. Fit a line to the data and compare the least-squares fit line.
Solving Using Trend Lines
Examine the scatter plots for a data related to weather at different latitudes. The Gizmo includes three different data sets, one with negative correlation, one positive, and one with no correlation. Compare the least squares best‑fit line.
8.SP.3
Determining a Spring Constant
Place a pan on the end of a hanging spring. Measure how much the spring stretches when various masses are added to the pan. Create a graph of displacement vs. mass to determine the spring constant of the spring.
Teaching the Common Core Math Standards with Hands-On Activities by Judith Muschla
A set of ten practice problems focusing on association and predictions.
Highly Recommended:
http://illustrativemathematics.org/standards/k8 (SP.2)The Illustrative Mathematics Project offers guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students will experience in a faithful implementation of the Common Core State Standards. The website features a clickable version of the Common Core in mathematics and the first round of "illustrations" of specific standards with associated classroom tasks and solutions.
Exploring the relationship between data sets and linear equations.
8. SP.2 Reasoning: Limitations of Assumptions
This activity covers how to develop a model from a limited data set based on assumptions and analyze the effect of the assumptions on conclusions in the model.
8. SP.3 What’s My Line
Exploring the relationship between data sets and linear equations.
Content: Scatter Plots and Technology
Dates: 2/19-2/22 (4 days)
Theme Essential Question:
How do we use scatter plots to create predictions of real world data by analyzing relationships or associations, between two quantities considering outliers and clusters?
Essential Questions:
How do we use technology to create scatter plots and use the technology features to assist with the interpreting and making prediction of the data?
Standards
Objectives
Reflections and/or Comments from your PCSSD 8th Grade Curriculum Team
If you are stuggling with using the TI84 to create a scatter plot, review the 3:55 minute YouTube: http://www.youtube.com/watch?v=BdUJxrqpdUA
Assessment
Product
Key Questions
Observable Student Behaviors
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Vocabulary
Bivariate data, scatter plot, cluster, outlier, association (correlation), interpolation, and extrapolation
Suggested Activities [see Legend to highlight MCO and HYS]
- On Core Mathematics Unit 6.2, p. 149-152
- ABC Mastering the Common Core in Mathematics, Chapter 8.2- 8.6 p. 112-118
- Gizmo Lessons
- 8.SP.2
- Correlation
- Explore the relationship between the correlation coefficient of a data set and its graph. Fit a line to the data and compare the least-squares fit line.
- Solving Using Trend Lines
- Examine the scatter plots for a data related to weather at different latitudes. The Gizmo includes three different data sets, one with negative correlation, one positive, and one with no correlation. Compare the least squares best‑fit line.
- 8.SP.3
- Determining a Spring Constant
- Place a pan on the end of a hanging spring. Measure how much the spring stretches when various masses are added to the pan. Create a graph of displacement vs. mass to determine the spring constant of the spring.
- Teaching the Common Core Math Standards with Hands-On Activities by Judith Muschla
- 8.SP.2 p. 239
- 8.SP.3 p. 241
- JBHM 8th GP3- p. 220-221 and p. 236-338
- Glencoe Pre-Algebra- p. 298-303
- http://www.mytestbook.com/worksheet.aspx?test_id=1385&grade=8&subject=Math&topics=Probability%20and%20Statistics%20Scatter%20Plot
A set of ten practice problems focusing on association and predictions.- Highly Recommended:
http://illustrativemathematics.org/standards/k8 (SP.2)The Illustrative Mathematics Project offers guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students will experience in a faithful implementation of the Common Core State Standards. The website features a clickable version of the Common Core in mathematics and the first round of "illustrations" of specific standards with associated classroom tasks and solutions.Diverse Learners
Homework
Suggested:
Terminology for Teachers
Resources
Professional Texts
Literary Texts
Informational Texts
- See New York Common Core Aligned Task (other resources)
http://schools.nyc.gov/Academics/CommonCoreLibrary/SeeStudentWork/default.htmArt, Music, and Media
Manipulatives
Games
Videos
SMART Board Lessons, Promethean Lessons
- Smartboard Resource Website Smartboard lesson search engine
- 8. SP.2 What’s My Line
Exploring the relationship between data sets and linear equations.- 8. SP.2 Reasoning: Limitations of Assumptions
This activity covers how to develop a model from a limited data set based on assumptions and analyze the effect of the assumptions on conclusions in the model.- 8. SP.3 What’s My Line
Exploring the relationship between data sets and linear equations.Websites
Other Activities, etc.
Websites
Language
Arts
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Week 3
Week 4
Matrix
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Week 2
Week 3
Week 4
Home K-2
Home 3-6
Home 6-8
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Unit 2
Unit 3
Unit 4